Blocks help children learn

Time: 2016-12-05
Summary: Around the age of three, children learn how to balance and fit pieces together to build sturdier towers, then bridges and enclosures.

Around the age of three, children learn how tobalance and fit pieces together to build sturdier towers, then bridges andenclosures. Threes and fours begin to recognize designs and patterns, theirtowers and buildings becoming works of art. In kindergarten and early primarygrades, blocks allow children to recreate structures, cities and landscapesfrom everyday life.

So blocks how to help children learn ?

Socially -- Blocks encouragechildren to make friends and cooperate. Large block play may be a young child'sfirst experience playing in a group, while small block play may encourage anolder child to work with others in solving problems.

Physically --When children reach for, pick up, stack, or fit blocks together, they buildstrength in their fingers and hands, and increase eye-hand coordination. Aroundtwo, children begin to figure out which shapes will fit where, and get a headstart on understanding different perspectives -- skills that will help them toread maps and follow directions later on. Blocks help kindergarten and primarygrade children develop skills in design, representation, balance and stability.

Intellectually --Blocks help children learn across many academic subjects. Young childrendevelop their vocabularies as they learn to describe sizes, shapes, andpositions. Preschoolers and kindergarteners develop math skills by grouping,adding, subtracting and eventually multiplying with blocks. Older children makeearly experiments with gravity, balance, and geometry.

Creatively --Blocks offer children the chance to make their own designs, and thesatisfaction of creating structures that did not exist before. Beginning at theage of two, children may use a variety of blocks for pretend-play. Children maybecome life-sized actors in large block structures, or use figures to createdramas in miniature landscapes.

Children value their own block structures whether or not theyrepresent specific things. Rather than asking a child, "What did youmake?" say, "Tell me about what you made." This will encourage adialog and offer the child new opportunities to explore.